Perception of Character Education: The Case of Lebanese School Leaders
Affiliation(s)
1 Faculty of Education, Lebanese University, Beirut, Lebanon. 2 Ecole Doctorale, Lebanese University, Beirut, Lebanon.
1 Faculty of Education, Lebanese University, Beirut, Lebanon. 2 Ecole Doctorale, Lebanese University, Beirut, Lebanon.
ABSTRACT
This study explored the perception of Lebanese public school leaders pertaining to character education, and their expected role within its development and effective implementation. The sample included 153 randomly selected public school principals from all the Lebanese districts (Mouhafazat). The purpose is to provide a general overview of their understanding, expectations, their knowledge of character education prescribed in the Lebanese curriculum goals, and their opinion as to the principal’s role in addressing character development. The study was quantitative in nature and utilized a survey instrument that consisted of 39 items classified into 12 domains of character. The first domain targeted the knowledge of school principals pertaining to the character development goals within the Lebanese curriculum, besides their perception of school’s educational mission. The other eleven domains were developed based on “The Eleven Principles of Effective Character Education” constructed by the character education partnership organization (CEP, 2014). SPSS 18.0 for windows was employed to calculate the mean and the standard deviation of responses in order to determine the perceptions of the Lebanese public school leaders related to character education. Findings suggested that Lebanese public school principals were generally not fully aware of the character goals outlined in the Lebanese curriculum and the school’s educational mission concerning building students’ character. Their perception on effective character education unmatched a wide scope of the eleven principles of character education. The study recommends a reform of character education in the Lebanese public schools involving the school principals as leaders of change.
This study explored the perception of Lebanese public school leaders pertaining to character education, and their expected role within its development and effective implementation. The sample included 153 randomly selected public school principals from all the Lebanese districts (Mouhafazat). The purpose is to provide a general overview of their understanding, expectations, their knowledge of character education prescribed in the Lebanese curriculum goals, and their opinion as to the principal’s role in addressing character development. The study was quantitative in nature and utilized a survey instrument that consisted of 39 items classified into 12 domains of character. The first domain targeted the knowledge of school principals pertaining to the character development goals within the Lebanese curriculum, besides their perception of school’s educational mission. The other eleven domains were developed based on “The Eleven Principles of Effective Character Education” constructed by the character education partnership organization (CEP, 2014). SPSS 18.0 for windows was employed to calculate the mean and the standard deviation of responses in order to determine the perceptions of the Lebanese public school leaders related to character education. Findings suggested that Lebanese public school principals were generally not fully aware of the character goals outlined in the Lebanese curriculum and the school’s educational mission concerning building students’ character. Their perception on effective character education unmatched a wide scope of the eleven principles of character education. The study recommends a reform of character education in the Lebanese public schools involving the school principals as leaders of change.
KEYWORDS
Character Education, School Leadership, School Improvement, Education Reform, School Effectiveness, Character Education Programs
Character Education, School Leadership, School Improvement, Education Reform, School Effectiveness, Character Education Programs
Cite this paper
R. Ghamrawi, N. , Ghamrawi, N. and Shal, T. (2015) Perception of Character Education: The Case of Lebanese School Leaders. Open Journal of Leadership, 4, 129-142. doi: 10.4236/ojl.2015.44012.
R. Ghamrawi, N. , Ghamrawi, N. and Shal, T. (2015) Perception of Character Education: The Case of Lebanese School Leaders. Open Journal of Leadership, 4, 129-142. doi: 10.4236/ojl.2015.44012.
References
[1] Bajovic, M., Rizzo, K., & Engemann, J. (2009). Character Education Re-Conceptualized for Practical Implementation. Canadian Journal of Educational Administration and Policy, 92. [2] Berkowitz, M. W., & Bier, M. C. (2004). Research-Based Character Education. The Annals of the American Academy of Political and Social Science, 591, 72-85. [3] Berkowitz, M. W., & Bier, M. C. (2005). What Works in Character Education: A Research-Driven Guide for Education. Washington DC: Character Education Partnership.
http://www.charatcterandcitizenship.org [4] Berkowitz, M. (2012). Understanding Effective Character Education. The Literacy and Numeracy Secretariat Capacity Building Series.
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Expert_Perspectives.pdf [5] Britzman, M. (2005). Improving Our Moral Landscape via Character Education: An Opportunity for School Counselor Leadership. Professional School Counseling, 8, 293-295. [6] Cassidy, S. (2015). More than Half of Teachers Could Quit Profession within Two Years, Says Study. The Independent.
http://www.independent.co.uk/news/education/education-news/ [7] CEP (2009). Character Education: What States Are Doing. www.character.org [8] CEP (2014). A Framework for School Success: Eleven Principles of Effective Character Education. www.character.org [9] CRDP (1997). The Lebanese Curriculum General Goals.
http://www.crdp.org/en/desc-curriculum-structure [10] CRDP (2014). Statistics Bulletin.
http://www.crdp.org/en/desc-curriculum-structure [11] DeRoche, E. F. (2000). Leadership for Character Education Programs. Journal of Humanistic Counseling, Education & Development, 39, 41-46.
http://dx.doi.org/10.1002/j.2164-490X.2000.tb00092.x [12] DeRoche, E. F., & Williams, M. M. (2001). Character Education: A Guide for School Administrators. Lanham, MD: Scarecrow. [13] Feder, L. (2007). Bullying as a Public Health Issue. International Journal of Offender Therapy and Comparative Criminology, 51, 491-494.
http://dx.doi.org/10.1177/0306624X07308081 [14] Ghamrawi, N. (2011). Trust Me. Your School Can Do Better—A Message from Teachers to Principals. Educational Management Administration and Leadership, 39, 333-348.
http://dx.doi.org/10.1177/1741143210393997 [15] Huffman, H. (1994). Developing a Character Education Program: One School District’s Experience. Alexandria, VA: Association for Supervision and Curriculum Development. [16] Hunter, J. D. (2000). The Death of Character: Moral Education in an Age without Good or Evil. New York: Basic Books. [17] Lickona, T. (1991). Educating for Character. New York: Bantam. [18] Lickona, T. (1993). The Return of Character Education. Educational Leadership, 5, 6-11. [19] McKeon, R. (1941). The Basic Works of Aristotle. New York: Random House. [20] National Center for Education Statistics (2009). Crime, Violence, Discipline, and Safety in US Public Schools: Findings from the School Survey on Crime and Safety: 2007-2008.
http://nces.ed.gov/ [21] CHARACTERplus (2007). The CHARACTERplus Way Results Monograph. Building a Healthy School Community: Experimental Evidence That the CHARACTERplus Way Works. www.characterplus.org [22] The Wallace Foundation (2013). The School Principal as Leader: Guiding Schools to Better Teaching and Learning. www.wallacefou ndation.org [23] United States Department of Education (n.d.). What Works Clearinghouse: Character Education.
http://www.whatworks.ed.gov [24] Yanikoski, R. (2004). Leadership Perspectives on the Role of Character Development in Higher Education. New Directions for Institutional Research, 2004, 7-23.
http://dx.doi.org/10.1002/ir.106
[1] Bajovic, M., Rizzo, K., & Engemann, J. (2009). Character Education Re-Conceptualized for Practical Implementation. Canadian Journal of Educational Administration and Policy, 92. [2] Berkowitz, M. W., & Bier, M. C. (2004). Research-Based Character Education. The Annals of the American Academy of Political and Social Science, 591, 72-85. [3] Berkowitz, M. W., & Bier, M. C. (2005). What Works in Character Education: A Research-Driven Guide for Education. Washington DC: Character Education Partnership.
http://www.charatcterandcitizenship.org [4] Berkowitz, M. (2012). Understanding Effective Character Education. The Literacy and Numeracy Secretariat Capacity Building Series.
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Expert_Perspectives.pdf [5] Britzman, M. (2005). Improving Our Moral Landscape via Character Education: An Opportunity for School Counselor Leadership. Professional School Counseling, 8, 293-295. [6] Cassidy, S. (2015). More than Half of Teachers Could Quit Profession within Two Years, Says Study. The Independent.
http://www.independent.co.uk/news/education/education-news/ [7] CEP (2009). Character Education: What States Are Doing. www.character.org [8] CEP (2014). A Framework for School Success: Eleven Principles of Effective Character Education. www.character.org [9] CRDP (1997). The Lebanese Curriculum General Goals.
http://www.crdp.org/en/desc-curriculum-structure [10] CRDP (2014). Statistics Bulletin.
http://www.crdp.org/en/desc-curriculum-structure [11] DeRoche, E. F. (2000). Leadership for Character Education Programs. Journal of Humanistic Counseling, Education & Development, 39, 41-46.
http://dx.doi.org/10.1002/j.2164-490X.2000.tb00092.x [12] DeRoche, E. F., & Williams, M. M. (2001). Character Education: A Guide for School Administrators. Lanham, MD: Scarecrow. [13] Feder, L. (2007). Bullying as a Public Health Issue. International Journal of Offender Therapy and Comparative Criminology, 51, 491-494.
http://dx.doi.org/10.1177/0306624X07308081 [14] Ghamrawi, N. (2011). Trust Me. Your School Can Do Better—A Message from Teachers to Principals. Educational Management Administration and Leadership, 39, 333-348.
http://dx.doi.org/10.1177/1741143210393997 [15] Huffman, H. (1994). Developing a Character Education Program: One School District’s Experience. Alexandria, VA: Association for Supervision and Curriculum Development. [16] Hunter, J. D. (2000). The Death of Character: Moral Education in an Age without Good or Evil. New York: Basic Books. [17] Lickona, T. (1991). Educating for Character. New York: Bantam. [18] Lickona, T. (1993). The Return of Character Education. Educational Leadership, 5, 6-11. [19] McKeon, R. (1941). The Basic Works of Aristotle. New York: Random House. [20] National Center for Education Statistics (2009). Crime, Violence, Discipline, and Safety in US Public Schools: Findings from the School Survey on Crime and Safety: 2007-2008.
http://nces.ed.gov/ [21] CHARACTERplus (2007). The CHARACTERplus Way Results Monograph. Building a Healthy School Community: Experimental Evidence That the CHARACTERplus Way Works. www.characterplus.org [22] The Wallace Foundation (2013). The School Principal as Leader: Guiding Schools to Better Teaching and Learning. www.wallacefou ndation.org [23] United States Department of Education (n.d.). What Works Clearinghouse: Character Education.
http://www.whatworks.ed.gov [24] Yanikoski, R. (2004). Leadership Perspectives on the Role of Character Development in Higher Education. New Directions for Institutional Research, 2004, 7-23.
http://dx.doi.org/10.1002/ir.106